High School Band Sight Reading in the United States PDF Download

Author: Katherine Ferguson
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Languages : en
Pages : 0

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Book Description
Sight reading is the ability to read and perform music at first sight without preparatory study of the pieces. Each year, high school large group instrumental and choral adjudicated events occur throughout the United States. Evaluation in sight reading is a part of these events in some states, however, the results of the nationwide sight-reading overview by Paul (2010) show fewer than half of the state-sponsored music contests require assessment in sight reading. The purpose of this study was to investigate the state of sight reading in band performance evaluations and classrooms across the nation. This study in sight reading sought to identify baseline knowledge, which explored the traditions and procedures, attitudes of directors, and event experiences in high school large group band performance evaluations. This research specifically focused on large ensemble, band sight reading in both the rehearsal and adjudicated performance room. A mixed methods approach was used, which allowed the strengths of both qualitative and quantitative paradigms to emerge. Utilizing portions of both models aided in the discovery of answers to the research questions in this study.Initially, data regarding sight-reading procedures at large group sight-reading evaluations was gathered from each state. Next, responses to a survey were collected from band directors across the United States. Feedback in the areas of sight-reading participation, director training, student preparation, and director attitude toward adjudication in sight reading was given. Finally, participants were selected for a more in-depth interview. The line of questioning involved a more focused look at their attitudes and experiences surrounding sight-reading adjudication. Results from this study have yielded information that can potentially impact teacher training, professional development, and the organization of the sight-reading adjudication system. The Sight Reading Instruction Training Attitude Survey (SRITAS) was developed with the guidance of several surveys used as source material. Results of the survey provided a broad portrait of sight-reading instruction and adjudication throughout the United States. Participants revealed that they have a varied structure in which they teach sight reading within their schools, and a mixture of attitudes when it comes to sight reading adjudication. All participants believe that sight reading is an important aspect of the music education of a child, but the manner in which that skill is taught varies greatly. It is evident that many of the states share characteristics in sight reading education, such as placement in the adjudicated process, and desire for the students to be actively engaged in the study time. Some of the procedural aspects differ from one state to the next. Preparatory study time and directors' communication during the performance are a few of these aspects.Discussions among band directors and state leaders, based on the importance of including sight-reading evaluation in their festival, need to serve as a platform from which to continue development of classroom learning standards that align with the national music standards, and the inclusion of sight reading in that process. Teachers are continuously searching for resources to better their instructional techniques in this area, and are passionate about cultivating meaningful, musical, and educational experiences for their students in sight reading. With so much supporting evidence on the importance of sight reading, teaching sight reading is an accepted and recommended piece of instrumental music instruction.